Arshaka: Pedagogy and Learning Review (e-ISSN: 3123-5794) is an academic journal that focuses on educational and pedagogical studies across various levels of education, ranging from primary to higher education. The journal serves as a scholarly platform for publishing empirical research, theoretical analyses, and literature reviews that contribute to the advancement of learning practices, pedagogical innovation, and the enhancement of educational processes and outcomes. With its multidisciplinary scope, the journal offers a platform for research that integrates both conventional and contemporary approaches in education, encompassing the use of technology, learning psychology perspectives, and cultural diversity within pedagogical practices. This journal employs a double-blind peer-review process to ensure the integrity, objectivity, and scientific rigor of all published manuscripts. It welcomes submissions from academics, researchers, educators, and policymakers across a wide range of disciplinary backgrounds. Arshaka encourages interdisciplinary, collaborative, and context-driven approaches in exploring contemporary educational challenges and pedagogical developments. Languages of publication: English Publication frequency: Biannual (July and December) Publisher: PT. Creative Smart Visionary All submitted manuscripts undergo a rigorous editorial process, including peer review and final proofreading, to ensure the quality, originality, and academic contribution of each published work.
Mapping two decades of entrepreneurship research in higher education: a bibliometric analysis of trends, collaboration, and emerging themes
This bibliometric analysis provides comprehensive insights into the development and trends of research on entrepreneurship in higher education from 2004 to 2023. By examining 882 documents sourced from 415 different journals, books, and other publications, the study reveals significant growth in academic interest, with an average annual growth rate of 23.48%. The analysis highlights key contributors, with Maritz A leading in research output, followed by Ahmed U, Fischer BB, Guerrero M, and others. The collaborative nature of this research field is evident, with an average of 2.84 authors per document and 19.5% of publications involving international collaboration. The study also identifies diverse research themes through keyword cluster analysis, emphasizing foundational aspects like entrepreneurial culture and education, as well as emerging areas such as sustainable entrepreneurship and social entrepreneurship. Network visualizations further illustrate the interconnectedness and influence of prominent authors within the research community. This analysis underscores the dynamic and evolving nature of entrepreneurship research in higher education, providing valuable insights for researchers, educators, and policymakers aiming to foster a robust entrepreneurial ecosystem within academic institutions.
Copyright (c) 2026 Muthia Rahma Hasanah, Mohamed Iyas Valarthodi (Author) https://creativecommons.org/licenses/by/4.0
The effect of place value board learning media on the learning outcomes of third-grade elementary school students
<span style="font-size: 11.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; color: black; mso-ansi-language: EN-ID; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-style: italic;">Mathematics learning in elementary schools still faces the problem of low student learning outcomes, especially in the material of place value of numbers, due to learning that tends to be abstract and minimal use of concrete learning media. This study aims to determine the effect of using the Place Value Board learning media on the mathematics learning outcomes of third-grade elementary school students. This study uses a quantitative approach with a quasi-experimental method through a nonequivalent control group design. The research subjects consisted of two classes, namely the experimental class given treatment using the Place Value Board media and the control class using conventional learning. Data were collected through learning outcome tests in the form of pretests and posttests that have been tested for validity and reliability. Data analysis was carried out using an independent sample t-test. The results showed that there was no significant difference between the two groups in the pretest, but there was a significant difference in the posttest with a significance value of p <0.001. This indicates that the use of the Place Value Board media has a significant effect in improving students' mathematics learning outcomes. Thus, the Place Value Board media is effective for helping students understand the concept of place value concretely. The implications of this study indicate that teachers are advised to utilize concrete learning media to improve the quality of mathematics learning in elementary schools.
Copyright (c) 2026 Adhwaul Mumtazah, Dya Ayu Agustiana Putri, Fera Dwidarti (Author) https://creativecommons.org/licenses/by/4.0
Teachers and student character development: a literature review
This research aims to comprehensively examine the role of teachers in developing students' character, identify applied character values, analyze the obstacles faced by teachers, and formulate effective strategies to support the formation of students' character. The method used is a systematic literature review with descriptive qualitative analysis. The literature was collected from 52 scientific articles published between 2018–2025 through the Google Scholar, Garuda, Sinta, and national/international journal portals. Inclusion criteria include research that discusses students' character education, the role of teachers, implementation strategies, and constraints in the context of formal schools. The results of the study show that teachers have a multidimensional role as teachers, moral guides, role models, and facilitators of character values. The character values developed include religious, honest, discipline, hard work, creative, independent, tolerant, democratic, social care, environmental care, national spirit, and love of peace. Effective character development strategies include understanding, habituation, and teacher example, which is supported by active collaboration between schools, families, and communities. The obstacles faced include low student motivation, limited teacher examples, limited parental involvement, and the influence of the social environment and globalization. These findings confirm that character education requires an integrated and sustainable approach so that students can effectively internalize moral, social, cultural, and religious values.
Copyright (c) 2026 Nining Andriani, Kusuma Dewi Nur Aini, Fulusia Nurmawati, Sri Nurul Walidain (Author) https://creativecommons.org/licenses/by/4.0
The effectiveness of the flipped classroom on mathematical higher order thinking skills: a meta-analysis
<span lang="EN-US" style="font-size: 11.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; color: black; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-style: italic;">Higher order thinking skills (HOTS) are a core competency in 21st-century mathematics education, yet they remain difficult to achieve through conventional instruction. The flipped classroom has been proposed as an alternative that reverses the allocation of learning time so that higher order thinking activities can be facilitated more intensively in class. This study quantitatively synthesized the magnitude of the flipped classroom effect on mathematical HOTS through a meta-analysis. Eleven effect sizes drawn from experimental and quasi-experimental studies with a total of 1,091 participants were analyzed using a random-effects model with Hedges g as the effect size index. The pooled effect size was g = 0.82 (95% CI [0.59, 1.05]; p < 0.001), which is large, with moderate to substantial heterogeneity (I-squared = 67.6%). Publication bias tests indicated robust findings. Moderator analysis showed that education level, country, and flipped classroom variant acted as significant moderators, whereas the HOTS domain did not. These findings strengthen the evidence that the flipped classroom is effective for developing mathematical HOTS across contexts.
Copyright (c) 2026 Julham Hukom, Said Sudi Khassim (Author) https://creativecommons.org/licenses/by/4.0
Puzzle-assisted scramble model to improve elementary school students' science and social sciences learning outcomes
<span style="font-size: 11.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; color: black; mso-ansi-language: EN-ID; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-style: italic;">This research aims to improve student learning outcomes through the application of the Scramble learning model assisted by puzzle media. This study uses the Classroom Action Research approach with the Kemmis and McTaggart models which is carried out in two cycles, including the stages of planning, implementation of actions, observation, and reflection. The research subjects were 18 students in class V of MI Muhammadiyah Kalosi. The data collection technique uses learning outcome tests, observation of teacher and student activities, and documentation. The data was analyzed using quantitative descriptive techniques. The results showed that the application of the Scramble learning model assisted by puzzle media was able to gradually increase students' learning outcomes in each cycle, with the percentage of learning completeness increasing from 33.33% in pre-action to 72.22% in Cycle I, and reaching 100% in Cycle II. The practical implications of this study show that the learning model can be used by teachers to increase involvement, motivation, collaboration, and understanding of science concepts as a whole, as well as become an effective strategy in designing more interactive and engaging learning in elementary schools.
Copyright (c) 2026 Rosmiati, Irman Syarif, Misran (Author) https://creativecommons.org/licenses/by/4.0
The effect of integrating multicultural values into social studies materials on elementary students’ patriotic attitudes
<span style="font-size: 11.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; color: black; mso-ansi-language: EN-ID; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-style: italic;">This study examined the effect of integrating multicultural values into social studies (IPS) materials on elementary students’ patriotic attitudes. A quasi-experimental design with a Nonequivalent Control Group was applied, involving 56 fifth-grade students from a public elementary school in Kupang, Indonesia, divided into an experimental group (n = 28) and a control group (n = 28). The experimental group received IPS learning integrated with multicultural values, while the control group received conventional IPS learning. Data were collected using a validated questionnaire measuring patriotic attitudes, supported by classroom observations. Descriptive results showed greater improvement in the experimental group, with pretest mean 58.2 increasing to 74.8 posttest (N-gain = 0.39), compared to 57.9 → 63.5 (N-gain = 0.10) in the control group. Paired and independent t-tests indicated significant improvement in the experimental group, and Cohen’s d = 1.85 reflected a large effect size. These findings suggest that integrating multicultural values into IPS materials effectively enhances students’ understanding of cultural diversity and strengthens patriotic attitudes.The study provides practical implications for educators and curriculum developers to design inclusive, culturally responsive IPS learning that fosters civic awareness and character development in elementary students..
Copyright (c) 2026 Athanasia Dian Setiati, Devi Anggi Friani, Agus Martins (Author) https://creativecommons.org/licenses/by/4.0
Implementation of strengthening character education in Indonesian elementary schools: systematic literature review
This study examines the implementation of Strengthening Character Education (PPK) in Indonesian elementary schools through a systematic approach. The study analyzed 18 relevant studies to understand implementation strategies, character values developed, and challenges and opportunities in character education. The results showed that PPK was implemented through curriculum integration, extracurricular activities, collaboration between teachers, parents, and the community, as well as the use of media and technology. The most prominent character values include mutual cooperation, religiosity, integrity, independence, and nationalism. The main obstacles include a dense curriculum, limited teacher training, and suboptimal communication. Nevertheless, cross-stakeholder collaboration and government program support provide opportunities to strengthen character education in a sustainable manner. This research provides an empirical basis for the development of character education strategies that are effective, contextual, and adaptive to local culture.
Copyright (c) 2026 Andi Jusmiana, Herianto, Marina Gusnia Ruchiyat (Author) https://creativecommons.org/licenses/by/4.0
Implementation of project-based collaborative learning models to improve students' social skills in elementary schools
This study aims to analyze the application of Project-Based Collaborative Learning (PjBL) in improving students' social skills at Tanjung Waras State Elementary School. Using a quantitative descriptive method, this study involved 25 grade 5 students as a sample, who were tested for social skills through pre-tests and post-tests before and after the implementation of PjBL. Data were collected using questionnaires that measured five aspects of social skills, namely the ability to work together, communicate, solve problems, take initiative, and empathy, as well as observation during project-based learning. The results showed a significant improvement in all aspects of students' social skills, especially in the ability to work together in a team (75%) and communicate effectively (57.7%). This improvement reflects the effectiveness of PjBL in increasing students' social interaction and supporting the development of social skills through collaboration in groups. These findings suggest that PjBL can strengthen students' social abilities beyond their academic abilities, which is important for their future lives. The implication of this study is the importance of integrating PjBL in the elementary school curriculum to support the development of students' social skills, which are essential for their success in society.
Copyright (c) 2025 Enni Maria, Devi Anggi Friani, Athanasia Dian Setiati (Author) https://creativecommons.org/licenses/by/4.0
The effect of problem-based learning on students' critical thinking skills in school
This study aims to explore the influence of Problem-Based Learning (PBL) on improving students' critical thinking skills in schools. PBL is a learning method that prioritizes solving real-world problems as a means to develop critical thinking skills. This study used a pseudo-experimental design with two groups, namely the experimental group that followed problem-based learning and the control group that followed conventional learning. Data was collected through pre-tests and post-tests to measure changes in critical thinking skills, as well as questionnaires to explore students' perceptions of the learning methods applied. The results showed that the experimental group experienced a significant improvement in critical thinking skills compared to the control group. The implementation of PBL was also responded positively by students, who felt more engaged in learning and more motivated. These findings indicate that PBL is effective in improving students' critical thinking skills, with supporting factors such as student engagement and teacher readiness playing an important role. The implication of this study is the importance of teacher training and the provision of adequate resources to optimize the implementation of PBL in schools in Indonesia.
Copyright (c) 2025 Suharti Siradjuddin, Uswati Hasanah, Handayani (Author) https://creativecommons.org/licenses/by/4.0
Integration of technology in differentiated learning to improve student learning outcomes in elementary school
This study aims to measure the impact of technology integration in differentiated learning on student learning outcomes in elementary school. Using a quantitative experimental design with a pre-test post-test approach, this study involved 120 students of School 231 Sukaasih who were divided into two groups: an experimental group that used technology in differentiated learning and a control group that used traditional methods. Data was collected through pre-test, post-test, and student engagement questionnaires. Data analysis was conducted using t-tests for group comparison and linear regression to analyze the relationship between student engagement and learning outcomes. The results showed that the experimental group experienced a significant improvement in learning outcomes, with a higher average post-test score than the control group. In addition, higher student engagement in technology-based learning was positively associated with improved learning outcomes. These findings indicate that the use of technology in differentiated learning can improve students' understanding of the material and increase their engagement in the learning process. The implication of this study is the importance of integrating technology in education to improve the quality of learning, but this requires infrastructure support and training for teachers to maximize its benefits.
Copyright (c) 2025 Diah Retno Anggraini, Muhamad Yahrif, Amira Deani (Author) https://creativecommons.org/licenses/by/4.0
Evaluation of the effectiveness of cadet training programs in competency development and learning in Timor-Leste
This study aims to evaluate the effectiveness of the new cadet training program of the Timor Leste National Police in the development of competencies and learning. Using a quantitative approach with a quasi-experimental design (one-group pre-test and post-test), this study involved 60 cadets as a sample. Data was collected through validated objective test instruments, then analyzed using descriptive statistics, the Paired Sample t-Test, and the Gain Score. The results showed a significant increase between pre-test and post-test scores (p < 0.001), with an average gain score of 0.43 in the medium category. Evaluation based on the CIPP (Context, Input, Process, Product) model revealed that although the training succeeded in improving the technical competence of cadets, there is still room for improvement in aspects of the training process, especially in the integration of experience-based learning. The study concluded that the effectiveness of training was partial and emphasized technical readiness rather than mental and contextual readiness. The implications of these results encourage the need to reformulate training approaches to be more adaptive to the learning challenges and tasks of contemporary policing.
Copyright (c) 2025 Albino Mauzino, Henrigue da Costa (Author) https://creativecommons.org/licenses/by/4.0
Learning transformation with digital technology: The era of education 4.0
This study explores the application of digital technology in education by teachers in Indonesia and its impact on learning quality. Using qualitative research methods, in-depth interviews were conducted with 8 teachers who integrate digital tools such as Canva, Quizizz, ChatGPT, Google, and YouTube in their lessons. The findings reveal that digital technologies enhance the creation of engaging and interactive learning materials, significantly boosting student engagement and motivation. Tools like Quizizz and YouTube have proven effective in deepening students' understanding of the material, while ChatGPT provides immediate feedback. However, challenges such as limited infrastructure, technological access, and students' digital skills gap remain. This study emphasizes the need for educational policies that promote equal access to technology and suggests more comprehensive training for both teachers and students to optimize the use of digital tools in education. The findings contribute to the ongoing discourse on digital transformation in the era of Education 4.0.
Copyright (c) 2025 Khusnul Khotimah, Khoirul Anam, Muthiah Afifah, Ratih Handayani (Author) https://creativecommons.org/licenses/by/4.0
Early detection of gadget addiction in early childhood and its management in the context of early childhood education: Literature review
The use of gadgets among young children is rapidly increasing and poses a risk of addiction that negatively impacts child development. This study aims to identify strategies for early detection and treatment of gadget addiction through a systematic literature review. Articles were searched on Google Scholar and the Education Resources Information Center (ERIC) using keywords such as gadget addiction, early childhood gadget use, screen addiction, and digital parenting. Out of 21 initial articles, 15 met the inclusion criteria (2019-2025) and were analyzed based on early detection, impact, prevention, and management. The results of the study show that gadget addiction is characterized by behavioral changes, excessive use, decreased social interaction, and emotional disturbances. Negative impacts include a decline in language skills, social skills, moral and religious values, and the risk of mental disorders. The role of parents is proven to be dominant through guidance, content supervision, and providing alternative activities. Effective management requires a gradual approach involving the family, teachers, and the environment. These findings emphasize the need for comprehensive efforts to minimize the risk of gadget addiction and support optimal child development.
Copyright (c) 2025 Siska La Adi, Yusuf Maronta, Indah Luthfiyah Kasim (Author) https://creativecommons.org/licenses/by/4.0
History learning as a reinforcement of sustainable development awareness: A literature review
Sustainable development is a global agenda that requires the harmonization of environmental, social, and economic aspects to ensure the sustainability of current and future generations. In Indonesia, challenges such as deforestation and social inequality demonstrate the need to increase sustainability awareness through education, especially history learning. This article aims to examine the role of history learning in strengthening awareness of sustainable development. The article was prepared using a qualitative approach through literature study and content analysis, reviewing academic literature relevant to history education and sustainability issues. The results of the review show that historical materials, such as the exploitation of resources in the colonial era, can be integrated with the Sustainable Development Goals (SDGs) to improve students' understanding of sustainability aspects. Context-based approaches and project-based learning can be proven to be capable of encouraging students' critical thinking and proactive attitudes towards environmental and social issues. However, the implementation of this approach is constrained by curriculum density, limited teacher training, and lack of learning resources. Therefore, curriculum revision and teacher training based on Education for Sustainable Development is needed to optimize the role of history education in supporting sustainable development in Indonesia.
Copyright (c) 2025 Arditya Prayogi, Riki Nasrullah (Author) https://creativecommons.org/licenses/by/4.0
Wasatiya in international diplomacy: An analysis of the application of moderation in addressing global conflicts
This article aims to analyze the application of the Wasatiya principle as a diplomatic strategy in resolving global conflicts, focusing on the implementation of moderation in international diplomacy. The method used is a descriptive literature review, with data sourced from international journals indexed in Scopus or DOAJ (2015-2024). The research findings indicate that the Wasatiya moderation principle is effective in reducing international tensions, creating an inclusive dialogue space, and achieving peaceful solutions. The application of this principle allows for the creation of an inclusive and constructive dialogue space, while avoiding confrontations that exacerbate conflicts. However, the main challenges faced include mistrust between countries and the imbalance of power in global diplomacy. These findings suggest that, despite these obstacles, the Wasatiya principle remains relevant and effective in creating sustainable peace in international diplomacy by promoting inclusivity and fair solutions for all parties involved.
Copyright (c) 2025 Syade Dur e Nayab, Mohammad Javad Zarei (Author) https://creativecommons.org/licenses/by/4.0
The journey towards Indonesian democracy: The concept of education in the view of Mohammad Hatta
This study aims to analyze the concept of education in Mohammad Hatta's thinking as the foundation of democracy and explore its relevance to the contemporary Indonesian education system. The research method employs a qualitative literature review approach, analyzing journal articles as primary sources and books and historical documents as secondary sources using Miles et al.'s (2014) analysis technique, which includes data reduction, data presentation, and data verification.The research findings indicate that Mohammad Hatta's concept of education has holistic, transformative, and democratic characteristics with five main dimensions: education as a tool for liberation, character and morality building, a means of economic empowerment, a medium for leadership regeneration, and an instrument of social transformation. This concept emphasizes not only cognitive-intellectual aspects but also spiritual, social, and moral dimensions as the foundation of a democratic and socially just society. The findings demonstrate strong relevance to Indonesia's contemporary education system, particularly the philosophy of the Merdeka Curriculum and the Pancasila Student Profile Strengthening Program (P5). Limitations of the study include reliance on secondary sources, a narrow focus on the Indonesian context, and the failure to explore critical aspects of implementation in the digital age.
Copyright (c) 2025 Nur Rizkia, Noni Nadra, Farha Farha, Wilda Salina, Wahyu Setya Purnama Putra (Author) https://creativecommons.org/licenses/by/4.0
Integration of Islamic values based mindfulness as an effort to improve the psychological well being of students in Islamic boarding schools: A conceptual study
Students in pesantren face academic and social pressures that have an impact on their psychological well-being and study concentration. This article aims to comprehensively examine the effectiveness of the integration of mindfulness based on Islamic values in improving the psychological well-being and learning concentration of students. This study uses a qualitative approach with a literature study method. The results of the study show that the combination of the principles of mindfulness with Islamic values such as patience, gratitude, sincerity, tawakal, and tazkiyatun nafs can be a holistic and contextual intervention approach. This integration has the potential to support the development of culturally relevant student coaching methods, improve emotional regulation and focus on learning, and effectively improve the spiritual and psychological well-being of students.
Copyright (c) 2025 Ulil Abshar, Citra Pangestika Putri (Author) https://creativecommons.org/licenses/by/4.0
Exploring speaking learning strategies among introverted students in english education programs: A case study
This study aims to explore the speaking learning strategies employed by introverted students in the English Education program, focusing on how personality traits influence strategic language learning. Employing a qualitative descriptive method, data were collected through semi-structured interviews and questionnaires administered to five fourth-semester students identified as introverts via the Myers-Briggs Type Indicator (MBTI) test. The data were analyzed using thematic analysis through three stages: data reduction, data display, and conclusion drawing. The findings reveal that introverted students predominantly utilize four types of speaking strategies: memory strategies, cognitive strategies, compensatory strategies, and metacognitive strategies. In contrast, affective and social strategies were not employed by the participants, highlighting their preference for introspective and independent learning approaches. Cognitive and compensatory strategies were found to be the most frequently used, indicating a strong inclination toward planning, mental rehearsal, and overcoming limitations in speaking fluency. These results suggest that introverted students benefit from structured, personalized speaking instruction that accommodates their reflective learning styles. The study offers practical implications for educators to design adaptive language learning environments that respect diverse personality traits, thereby enhancing speaking proficiency among introverted learners.
Copyright (c) 2025 Dewi Kuning, Elizar Elizar, Mirdan Kurniawan (Author) https://creativecommons.org/licenses/by/4.0
Religious transformation as a psychological process: A review of Islamic psychology of religious practices in Indonesia in literature review
The phenomenon of religious transformation in Indonesia has become increasingly evident in both personal and communal aspects of society. However, in-depth research on the practice of religious transformation in Indonesia remains limited. This article aims to examine various forms of religious transformation practices within the framework of Islamic psychology through a narrative literature review approach. The method employed is a narrative literature review using the SPIDER framework (Sample, Phenomenon of Interest, Design, Evaluation, and Research Type) to identify and analyze various religious transformation practices found in existing Indonesian studies. The findings reveal that religious transformation in Indonesia is not a singular or uniform process but manifests in a variety of religious practices. Activities such as dhikr, prayer, Qur’anic recitation, listening to religious lectures, attending study circles (pengajian), and other devotional acts can strengthen spirituality, shape religious identity, and encourage more positive behavioral changes. The Islamic psychological perspective highlights that religious transformation is not merely a sociological or cultural symptom but rather a complex inner journey toward closeness to Allah.
Copyright (c) 2025 Aisyiah Galuh Pramudyawardhani, Alya Zakiah Salsabil, Mona Flavia (Author) https://creativecommons.org/licenses/by/4.0
The role of sincerity (ikhlas) in coping with depressive symptoms among student in schools: A narrative literature review
Depression among school students is a mental health problem that affects the learning process, academic motivation, and psychological development of students. In the context of educational psychology, adaptive coping strategies are needed that are in harmony with the characteristics of student development as well as cultural and religious values. This study aims to examine the role of sincerity as a form of spiritual coping in dealing with symptoms of depression among students in the school environment and to explore its implications for the practice of educational psychology and school guidance and counseling services. The study uses a narrative literature review approach from scientific articles published between 2020 and 2025 and obtained from accredited academic databases. A total of 12 articles discussing student mental health, academic stress, religious coping and educational psychology were analyzed thematically and narratively. The results of the literature review show a consistent pattern of findings that suggest that sincerity, as well as related concepts such as acceptance and tawakal (trust in God), are often associated with students' ability to cope with academic stress, manage negative emotions, and maintain psychological well-being. The literature reviewed also shows that the value of sincerity helps students interpret academic stress more adaptively and supports emotional stability. Conceptually, sincerity is in line with the principle of acceptance in modern psychology and can be positioned as a potential supporting factor in the psychological development of students in school. These findings emphasize the importance of integrating the value of sincerity into religious education, character education, and Islamic educational psychology-based school guidance and counseling services to support students' psychological well-being holistically and contextually.
Copyright (c) 2025 Vina Fadhilatu Faizah, Royan Rosyadi (Author) https://creativecommons.org/licenses/by/4.0